Page Synopsis:
This page is dedicated to the planning and implementation of Classroom Based activities and resources to aid in the execution of a class in the area of study 2 and the specific key knowlege no.1, of Outdoor and Environmental Studies unit 4. Activity no.1:
Introduction: The term environmental footprint is widely and broadly used to refer to the environmental impact of human activities. The aim of this activity is to research the environmental footprint left by different human activities, such as recreation, farming, tourism and conservation, on the environment. In researching land usages and the impacts they have on the environment, students are exposed to the conflicts of interest that arrise between these different land uses.
Body: Break the class into 4 groups. Each group is allocated one of the following topics: Tourism, Conservation, Farming / grazing, or Recreation. -In their groups, students are to discuss / list the main land uses of the natural environment with relevance to their given topic. -Using the EPA website, students are to research the environmental implications that specific land usages impose on the environment in relation to their given topic.
For example: What effect does farming have on the environment? How does it contribute to the natural ecosystem? -Depending on the availability of computer stations, students may wish to break into pairs or individuals to increase productivity of research.
Conclusion: Using the whiteboard, bring the groups together and share / list the environmental impacts that each land use can have on the natural environment. This will allow students to gather information about each type of land use and how it can impact on the environment. Furthermore it will lead onto exploring conflicts of interest between different types of land uses and how land is regulated today. Activity no.2:
Textbooks used: ·'Australian Alps: Kosciuszko, Alpine and Namadgi National Parks' (Slattery, 1998). ·'The Alps at the Crossroads' (Johnson, 1974).
Introduction: Past cattle grazing in the Alpine National and State parks of Victoria has impacted on the natural ecosystems of these areas. How has cattle grazing affected alpine areas and how does this impact on the different uses of these areas?
Uses of these areas lye in the interests of tourism, national parks, public land, farming, conservation and differing types of outdoor recreation.
Body: Using the Cow Paddock website students should answer questions aimed at developing their knowledge of the management strategies for maintaining natural environments, and analyse the impacts of cattle grazing on Alpine areas.
Example Questions:
- How has the impact of cattle grazing effected the ecology of the natural environment in the Alps?
- Are the impacts of cattle grazing replicated by any other activities undertaken by people in these areas?
- How might the impacts of cattle grazing impact on other activities undertaken in the Alps?
When students have engaged in computer research of the effects of cattle grazing in the Alpine National Parks, the teacher should Discuss with the class and evaluate strategies for achieving and maintaining health and sustainability relevant to this specific natural environment. This will engage students in learning described in 'advise for teachers' (Learner, 2005), such as learning of current policies related to reducing the impact of the use of natural environments, and evaluating them in terms of how successful the policies have been in achieving their aims (eg. the banning of cattle grazing in National and State Parks).
Students should refer to the prescribed Textbooks to find out more about Apine fauna and flora, geology, soil types, recreational activities and the impacts they have, weather and climate, and the motives of settler communities.
Conclusion: The teacher may utilise this resource in class with a variety of different teaching styles. The activity is aimed at developing the students knowledge about conflicting interests between the different users of the Alpine National and State Parks. The activity is also aim at developing the students knowledge of the management and sustainability of these natural environments.
This activity might be spread out over the course of two or three classes due to the importance and range of aplicability of the content.
Important note: The content and outcomes (ie. studying the environmental impacts of different land uses) of this activity can be elaborated on in the Bogong High Plains.
Intro: ‘the definition of a natural environment may also include those that have been subject to human intervention. [It is] necessary to choose venues that have been subject to human intervention’ (Learner, 2005). By choosing an environment that has been subjected to human intervention, student will get a chance to see how this environment has been used by humans, the conflicts of interest between governing parties (ie. Who uses the area and for what purposes) and how these areas are regulated today.
Body: The students can learn about the area by a simple internet research activity to help them familiarise with the past land uses and present conservation of the park. These example questions can be answered in preparation for visiting The Greater Bendigo National Park:
-What name is given to the National Park that surrounds Bendigo? -What was it called before it’s re-naming? -List at least 5 past uses of the Bendigo National Park. -What ‘relics of the past’ does the park hold and how might the park be used by people today?
These Questions may be modified to accommodate a preparation activity for a visit to a Park such as Rosalind Park.
-What past and current land uses are evident within the park? -What values are evident within the park?(ie. Heritage and cultural) -List at least 5 uses of Rosalind Park. -How is the park used and regulated today?
Conclusion: For the conclusive part of this activity resource, it may be practical to wait until after the field trip to sum up. Conclusive notes can be made in discussion with the class on the white board. Key points to cover would include:
- reflections of specific land uses, both past and present.
- analysis of information gathered on the outdoor experience.
- comparing field notes with those obtained in class.
- discussing land management / conservation practices.
- discussing policies regulating land management.
- Discussing processes and the implications for sustaining the particular environment visited. Activity no.4:
· Intro: Investigate the case study of Cattle Grazing in the Alpine National Parks as reported in The Age Article on the Bogong High Plains. This activity is derived from the ‘examples of learning activities’ as suggested in Learner (2005). Specifically; the activity aims at investigating the case study which ‘[has] been the focus of either Environmental Effects Statements and/or Sustainable Management Plans; summarise findings and recommendations’ (Learner, 2005).
Body: Students should read The Age Article on Cattle Grazing and discuss the effects that grazing has had on this particular ecosystem.
One way that a teacher may run a discussion such as this one is to break the class in two and run a debate. The topic could be; Should Cattle Grazing have been banned in Victoria’s High country? One side for Yes, one side for No.
The arguments raised by either side should include or relate to policies applicable to managing or sustaining (or both) the environment.
Suggested time spent on debate task: -Preparation 10 – 15 minutes -Debate 10 – 15 minutes (If highly successful then go longer)
The teacher’s role can be to note the most important points raised by the students on the white board to keep track of what has been said.
End the debate when enough points have been raised.
Conclusion: Depending on how much time the Debate takes up, the summary of this lesson can be left until a later date. Summarise the main points raised on the white board for students to copy down, and nominate a winning side!
Discuss the diversity of strategies raised for managing the use of the Alpine Environment and discuss the impacts that different uses by people can have on this environment. This activity can further elaborate on the effects that differing human activities have on natural environments, and the strategies that are in place for managing these environments, and activities.
Intro: Students are to be given a copy of the worksheet and asked to research an interest group or individual that stands for environmental sustainability.
Body: Students should complete the worksheet on a particular environmental interest group.
This page is dedicated to the planning and implementation of Classroom Based activities and resources to aid in the execution of a class in the area of study 2 and the specific key knowlege no.1, of Outdoor and Environmental Studies unit 4.
Activity no.1:
Key Skill (student learning outcome): ‘evaluate methods and processes used in decision making about the use of natural environments’ (Learner, 2005)
Classroom resources required:
· Computer stations (minimum of one between 3)
· Internet connection
· White board and marker
Website used: http://www.epa.vic.gov.au/
Introduction: The term environmental footprint is widely and broadly used to refer to the environmental impact of human activities. The aim of this activity is to research the environmental footprint left by different human activities, such as recreation, farming, tourism and conservation, on the environment. In researching land usages and the impacts they have on the environment, students are exposed to the conflicts of interest that arrise between these different land uses.
Body: Break the class into 4 groups. Each group is allocated one of the following topics: Tourism, Conservation, Farming / grazing, or Recreation.
- In their groups, students are to discuss / list the main land uses of the natural environment with relevance to their given topic.
- Using the EPA website, students are to research the environmental implications that specific land usages impose on the environment in relation to their given topic.
For example: What effect does farming have on the environment? How does it contribute to the natural ecosystem?
- Depending on the availability of computer stations, students may wish to break into pairs or individuals to increase productivity of research.
Conclusion: Using the whiteboard, bring the groups together and share / list the environmental impacts that each land use can have on the natural environment. This will allow students to gather information about each type of land use and how it can impact on the environment. Furthermore it will lead onto exploring conflicts of interest between different types of land uses and how land is regulated today.
Activity no.2:
Key Skill no.1: 'Analyse management strategies for maintaining natural environments' (Learner, 2005).
Key Skill no.2: 'Analyse the actions undertaken by individuals and groups in the contemporary Australian environment' (Learner, 2005).
Classroom Resources Required:
· Computer stations
· Internet connection
· White Board and marker
Website used: http://www.cowpaddock.com/return.html
- used in conjunction with http://www.cowpaddock.com/report2.html
Textbooks used:
· 'Australian Alps: Kosciuszko, Alpine and Namadgi National Parks' (Slattery, 1998).
· 'The Alps at the Crossroads' (Johnson, 1974).
Introduction: Past cattle grazing in the Alpine National and State parks of Victoria has impacted on the natural ecosystems of these areas. How has cattle grazing affected alpine areas and how does this impact on the different uses of these areas?
Uses of these areas lye in the interests of tourism, national parks, public land, farming, conservation and differing types of outdoor recreation.
Body: Using the Cow Paddock website students should answer questions aimed at developing their knowledge of the management strategies for maintaining natural environments, and analyse the impacts of cattle grazing on Alpine areas.
Example Questions:
- How has the impact of cattle grazing effected the ecology of the natural environment in the Alps?
- Are the impacts of cattle grazing replicated by any other activities undertaken by people in these areas?
- How might the impacts of cattle grazing impact on other activities undertaken in the Alps?
When students have engaged in computer research of the effects of cattle grazing in the Alpine National Parks, the teacher should Discuss with the class and evaluate strategies for achieving and maintaining health and sustainability relevant to this specific natural environment. This will engage students in learning described in 'advise for teachers' (Learner, 2005), such as learning of current policies related to reducing the impact of the use of natural environments, and evaluating them in terms of how successful the policies have been in achieving their aims (eg. the banning of cattle grazing in National and State Parks).
Students should refer to the prescribed Textbooks to find out more about Apine fauna and flora, geology, soil types, recreational activities and the impacts they have, weather and climate, and the motives of settler communities.
Conclusion: The teacher may utilise this resource in class with a variety of different teaching styles. The activity is aimed at developing the students knowledge about conflicting interests between the different users of the Alpine National and State Parks. The activity is also aim at developing the students knowledge of the management and sustainability of these natural environments.
This activity might be spread out over the course of two or three classes due to the importance and range of aplicability of the content.
Important note: The content and outcomes (ie. studying the environmental impacts of different land uses) of this activity can be elaborated on in the Bogong High Plains.
http://www.fritzcartoons.com/wp-content/files/elevator_skiLift.jpg
Activity no.3:
Key Skill: ‘Analyse information collected during outdoor experiences’ (Learner, 2005).
Key Skill: ‘Plan, participate in and reflect upon outdoor experiences’ (Learner, 2005).
Resources Required:
· Computer stations
· Internet connection
Websites used:
- http://www.bendigotourism.com/pages/national-parks/
- http://www.bendigotourism.com/images/bendigo/Rosalind%20Park%20Brochure.pdf (this resource may also be printed off)
Note: This resource should be used in planning for a day trip to The Greater Bendigo National Park or a short field trip to Rosalind Park in Bendigo.
Intro: ‘the definition of a natural environment may also include those that have been subject to human intervention. [It is] necessary to choose venues that have been subject to human intervention’ (Learner, 2005). By choosing an environment that has been subjected to human intervention, student will get a chance to see how this environment has been used by humans, the conflicts of interest between governing parties (ie. Who uses the area and for what purposes) and how these areas are regulated today.
Body: The students can learn about the area by a simple internet research activity to help them familiarise with the past land uses and present conservation of the park. These example questions can be answered in preparation for visiting The Greater Bendigo National Park:
- What name is given to the National Park that surrounds Bendigo?
- What was it called before it’s re-naming?
- List at least 5 past uses of the Bendigo National Park.
- What ‘relics of the past’ does the park hold and how might the park be used by people today?
These Questions may be modified to accommodate a preparation activity for a visit to a Park such as Rosalind Park.
- What past and current land uses are evident within the park?
- What values are evident within the park? (ie. Heritage and cultural)
- List at least 5 uses of Rosalind Park.
- How is the park used and regulated today?
Conclusion: For the conclusive part of this activity resource, it may be practical to wait until after the field trip to sum up. Conclusive notes can be made in discussion with the class on the white board. Key points to cover would include:
- reflections of specific land uses, both past and present.
- analysis of information gathered on the outdoor experience.
- comparing field notes with those obtained in class.
- discussing land management / conservation practices.
- discussing policies regulating land management.
- Discussing processes and the implications for sustaining the particular environment visited.
Activity no.4:
Key Skill: ‘Evaluate policies applicable to managing and sustaining particular natural environments’ (Learner, 2005).
Resources Required:
- Photocopies of The Age Article
- Whiteboard and marker
·Intro: Investigate the case study of Cattle Grazing in the Alpine National Parks as reported in The Age Article on the Bogong High Plains. This activity is derived from the ‘examples of learning activities’ as suggested in Learner (2005). Specifically; the activity aims at investigating the case study which ‘[has] been the focus of either Environmental Effects Statements and/or Sustainable Management Plans; summarise findings and recommendations’ (Learner, 2005).
Body: Students should read The Age Article on Cattle Grazing and discuss the effects that grazing has had on this particular ecosystem.
One way that a teacher may run a discussion such as this one is to break the class in two and run a debate. The topic could be; Should Cattle Grazing have been banned in Victoria’s High country? One side for Yes, one side for No.
The arguments raised by either side should include or relate to policies applicable to managing or sustaining (or both) the environment.
Suggested time spent on debate task:
- Preparation 10 – 15 minutes
- Debate 10 – 15 minutes (If highly successful then go longer)
The teacher’s role can be to note the most important points raised by the students on the white board to keep track of what has been said.
End the debate when enough points have been raised.
Conclusion: Depending on how much time the Debate takes up, the summary of this lesson can be left until a later date. Summarise the main points raised on the white board for students to copy down, and nominate a winning side!
Discuss the diversity of strategies raised for managing the use of the Alpine Environment and discuss the impacts that different uses by people can have on this environment. This activity can further elaborate on the effects that differing human activities have on natural environments, and the strategies that are in place for managing these environments, and activities.
Activity no.5
Key Skill: 'Analyse the actions undertaken by individuals and groups in the contemporary Australian environment' (Learner, 2005).
Resources Required:
Intro: Students are to be given a copy of the worksheet and asked to research an interest group or individual that stands for environmental sustainability.
Body: Students should complete the worksheet on a particular environmental interest group.
Conclusion: When worksheets are completed, the teacher can collect them for grading and feedback. In filling out the worksheets students are able to 'analyse the actions undertaken by individuals and groups in the contemporary Australian environment' (Learner, 2005).
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